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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pemberdayaan Masyarakat
Budi Susetyo
Universitas Pendidikan Indonesia, Indonesia
Education Mathematics Social Sciences

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Peningkatan Konsentrasi Belajar Menggunakan Strategi Tiered Task pada Anak Attention Deficit Hyperactivity Disorder Fitri Maulidazani; Budi Susetyo; Marlina Marlina
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i3.5598

Abstract

Anak  ADHD mengalami permasalahan pada pemusatan perhatian atau tidak dapat berkonsentrasi terhadap suatu objek, salah satunya konsentrasi dalam proses pembelajaran. Berdasarkan hasil asesmen, ditemukan peserta didik ADHD yang teridentifikasi masalah dengan konsentrasi rendah. Tiered task merupakan salah satu strategi pembelajaran berdiferensiasi yang diterapkan berdasarkan kesiapan, minat dan profil belajar anak dan sesuai dengan waktu yang telah ditentukan. Tujuan penelitian ini menguji efektivitas strategi tiered task dalam meningkatkan konsentrasi belajar anak ADHD pada pembelajaran TIK di SMP Negeri 23 Padang.  Jenis penelitian yang digunakan adalah kuantitatif dalam bentuk SSR jenis A-B-A, yaitu melihat kondisi peserta didik sebelum dan sesudah diberikan intervensi. Data dikumpulkan melalui observasi, dokumentasi dan instrumen durasi. Data dianalisis menggunakan grafik visual yang terdiri dari analisis dalam kondisi dan analisis antar kondisi. Hasil penelitian menunjukkan adanya peningkatan konsentrasi belajar anak ADHD pada pembelajaran TIK di SMP Negeri 23 Padang setelah diterapkannya strategi tiered task. Penelitian ini memberikan referensi bagi guru sebagai strategi baru dalam meningkatkan konsentrasi belajar anak ADHD di sekolah inklusif
Integrating Digital Literacy and Life Skills in Special Education: Evidence from Systematic Literature Review Rahmat Ariyanto; Budi Susetyo; Endang Rochyadi; Juhanaini Juhanaini; Nofriansyah Nofriansyah; Sapikzal Pratama
Jurnal Pemberdayaan Masyarakat Vol 5, No 2 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i2.803

Abstract

The integration of digital literacy and life skills is essential for developing independent living skills among students with special needs in the digital age. However, despite the growing scholarly interest in integrating digital literacy and life skills for students with special needs, there is a need to explore their implementation in the context of special education. This is to fill the existing knowledge gap in providing evidence-based recommendations to curriculum developers and policymakers. This systematic review is conducted in accordance with the PRISMA 2020 guidelines. A total of 28 studies were selected from 1,847 initial records through a comprehensive screening and quality assessment process by the Mixed Methods Appraisal Tool. The results of the systematic review show positive outcomes in the integration of digital literacy and life skills in the development of independent living skills (85%), social communication skills (78%), and vocational skills (72%). Technology-based approaches, such as mobile applications (64.3%) and assistive technologies (42.9%), were also effective in meeting the needs of students with special needs. The quality of the 28 studies is high, with a mean quality score of 85.4%, indicating high methodological rigor. Theoretically, the systematic review makes a new contribution to the integration of digital literacy and life skills by providing a framework for integrating digital literacy competencies with functional life skills. This is a new contribution to the existing literature, which has so far treated the two constructs in isolation. In practice, the systematic review provides evidence-based recommendations for teachers of students with special needs to undergo digital literacy pedagogy training. In addition, the systematic review recommends that government policy procure assistive technologies through the national education budget. Finally, the systematic review recommends that individualized digital learning plans be part of the support system for students with special needs.
Co-Authors Endang Rochyadi Fitri Maulidazani Juhanaini Juhanaini Marlina Marlina Nofriansyah Nofriansyah Rahmat Ariyanto Sapikzal Pratama